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CCSSO Reaping the Benefits of Deep Formative Assessment Reaping the Benefits of Deep Formative Assessment: Lessons From Around the World A Summary of the April 27-29, 2016, FAST SCASS Professional Development Meeting in Portland: Research and Promising Practices in Assessment for Learning Prepared by Marie C. Collins for The Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment and Student Standards (SCASS) of the Council of Chief State School Officers (CCSSO) Thanks to Bronwen Cowie, Christine Harrison, Jill Willis, Margaret Heritage, and the FAST SCASS for creating this document for FAST SCASS members. Special thanks are also due to Cristen McLean, Valerie Mills, and Caroline Wylie for contributions to content and draft feedback. Reaping the Benefits of Deep Formative Assessment: Lessons From Around the World Reaping the Benefits of Deep Formative Assessment: Lessons From Around the World As formative assessment practices gain traction in school systems around the world, new insights are emerging about the critical role students play in maximizing its effectiveness; about how to help teachers develop and hone their formative assessment skills; and about how education policy can be used more effectively to deepen and scale up the use of classroom-based assessment practices. In April, three international formative assessment experts — Bronwen Cowie, Christine Harrison, Formative assessment is the term used to and Jill Willis — met with members of the describe a type of assessment where the focus is Formative Assessment for Students and on informing learning, rather than measuring it or Teachers (FAST) State Collaborative on summing it up. While some jurisdictions talk of Assessment and Student Standards (SCASS)1 in assessment for learning, and there are some Portland to share these insights and explain how nuanced differences between the two terms, in this they emerged in their specific contexts. After the document we treat them as interchangeable. Here, meeting, the presenters graciously consented to formative assessment is conceptualized as a the creation of this summary.2 Their observations pedagogic process where teachers and students have the potential to impact how state and evaluate their learning while the learning is federal government officials, school leaders, and occurring, rather than a specific type of classroom teachers support and practice assessment task or event. formative assessment, as well as the potential to ensure that teacher skill with classroom assessment practices benefits all students. EVOLVING DEFINITIONS Stories the three presenters shared illustrate how formative assessment practices emerged, changed, and spread in their respective countries. While each route was different, each journey led to similar observations about how and why definitions of formative assessment have evolved. Christine Harrison, England In the United Kingdom, the emergence of formative assessment practice was largely driven by university research. Over time, roughly 10 large-scale research projects brought assessment for learning to schools throughout the nation. Teachers in the schools piloted formative assessment practices in their classrooms using a collaborative action-research model, and researchers looked to these teachers, their students, and their school cultures to determine what worked well and what caused efforts to falter. Dr. Christine Harrison, a senior lecturer in science education at King’s College London, pointed to the national conversation about assessment for learning that gradually emerged among all stakeholders as a result of this broad engagement. With it came a realization that early definitions of formative assessment could be revised to more explicitly position it as a classroom practice that is part of daily instruction (rather than an assessment) and to place greater emphasis on student agency. Even when assessment for learning practices are widely recognized and practiced, she noted, the need to empower students as regulators of their own learning and as peer resources for each other frequently takes a back seat to the role of the teacher. 1 The FAST SCASS is a program of the Council of Chief State School Officers (CCSSO). Learn more at: http://www.ccsso.org/resources/programs/formative_assessment_for_students_and_teachers_(fast).html 2 To view their full presentations, visit: https://plus.google.com/u/0/communities/114390676582269809073 1 Reaping the Benefits of Deep Formative Assessment: Lessons From Around the World “Assessment for learning is any assessment for “This is classroom assessment which focuses which the first priority in its design and practice is to on the learning as it is taking place serve the purpose of promoting students’ learning . and its function is to bring about .... Such assessment becomes ‘formative improvement. Both teachers and learners assessment’ when the evidence is actually used to need to be involved but ultimately it is the adapt the teaching work to meet learning needs. learner who has to take action.” —Black et al., 2003, p. 10 —Harrison & Howard, 2009 Jill Willis, Australia Historically, Australian teachers have been responsible for creating their own classroom assessments, with each state determining how to combine teacher assessments with state-designed assessment tasks. Sharing criteria, using peer and self-assessment, and giving feedback were regarded as expected best practices. Dr. Jill Willis, a senior lecturer in education at Queensland University of Technology, said teachers therefore believed assessment for learning was something they were already doing. The strategies were combined into a policy narrative of “Assessment for Learning” in 2008, when the federal government released some supporting resources and a website to promote it as an approach to 3 curriculum planning. 4 Despite these quality resources, formative Across the professional standards, teachers are assessment was not prioritized as a policy expected to: initiative, as significant attention went to the first • Use assessment to inform curriculum planning (2.3). national literacy and numeracy tests, which • Establish learning goals (3.1). were launched that year. It was also the time when collaborative action on the national • Use feedback and student assessment results to inform curriculum began in earnest. planning and improve programs (3.6). • Contribute to collegial discussions (6.3). The national climate quickly shifted from teacher • Continue their own professional learning to improve control to a high level of prescription over student learning outcomes (6.4). classroom curriculum and assessment. But increased competition, prompted by the national Standard 5 is devoted to teacher assessment tests, has led to discussions about “what works” practices and notes that, among other assessment in classrooms and a renewed focus on providing practices, a highly accomplished teacher will: effective feedback and sharing learning • Diagnose learning needs. intentions with students. School-level • Provide targeted feedback. professional learning about feedback is offering • Use judgments to progress student learning. teachers a way to regain their “optimism and idealism about the professional capacity of • Develop consistent judgments through moderation. teachers,” Dr. Willis said. • Use data to identify interventions. • Construct accurate reports to students and parents. She pointed to statements about assessment in the new national professional standards for teachers (above-right) as part of the growing “Assessment for Learning is part of everyday discourse that “positions teachers as experts.” practice by students, teachers, and peers that However, she noted, there is no mention within seeks, reflects upon, and responds to information the statements that acknowledges students as from dialogue, demonstration, and observation in owners of their learning, as there is in the ways that enhance ongoing learning. definition at right. “This is an area for future growth and development.” —Klenowski, 2009, p.264 3 http://www.assessmentforlearning.edu.au/default.asp 4 Australian professional standards for teachers. http://www.aitsl.edu.au/australian-professional-standards-for- teachers 2 Reaping the Benefits of Deep Formative Assessment: Lessons From Around the World Bronwen Cowie, New Zealand New Zealand’s story is notable for its long history of deep government support for formative New Zealand Curriculum assessment practice. Dr. Bronwen Cowie, “The primary purpose of assessment is to improve professor of education at University of Waikato, students’ learning and teachers’ teaching as both said the “seeds of a formative focus” can be seen student and teacher respond to the information that in the review of classroom assessment by Crooks it provides” (NZMOE, 2007, p. 39). (1988) and in national policy as early as 1989. She said the country’s investment could be seen Directions for Assessment in New Zealand as linked the 1840 Treaty of Waitangi, which laid Assessment capable teachers and students are … the groundwork for a moral and legal commitment able and motivated to access, interpret, and use to partnership with Māori (the indigenous people quality information about learning in ways that of New Zealand), and to supporting Māori affirm or further learning (Absolum et al., 2009, p. 6, students to succeed as Māori and as citizens of modified). the world (Durie, 2001). Position Paper: Assessment (Schooling Sector) In the mid-1990s, the New Zealand Ministry of The student is at the centre — assessment involves
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